IV. ___ PREFACE.

sources of happiness of which no power can de-
prive him.

And when we consider that here, too, is the key
which unlocks so much of the best in art and litera-
ture, we feel that we cannot rank too highly the
importance of the myth in the primary schoolroom.

For instance the child has been observing, read-
ing, and writing about the sun, the moon, the
direction of the wind, the trees, the flowers, or
the forces that are acting aroundhim. He has had
the songs, poems, and pictures connected with
these lessons to further enhance his thought, inter-
est, and observation.

He is now given a beautiful myth. He is not
expected to interpret it. It is presented for the
same purpose that a good picture is placed before
him. He feels its beauty, but does not analyze it.

If, through his observation or something in his
experience, he does see a meaning in the story he
has entered a new world of life and beauty.

Then comes the question to every thoughtful
teacher, ‘Can the repetition of words necessary to
the growth of the child’s vocabulary be obtained in
this waye”